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dc.contributor.authorLuna Scott, Cynthia
dc.date.accessioned2015-12-28T17:52:20Z
dc.date.available2015-12-28T17:52:20Z
dc.date.issued2015-12
dc.identifier.urihttp://repositorio.minedu.gob.pe/handle/123456789/3747
dc.description.abstractSince the emergence of a global movement that calls for a new model of learning for the twenty-first century, it has been argued that formal education must be transformed to enable new forms of learning that are needed to tackle complex global challenges. Literature on this topic offers compelling arguments for transforming pedagogy to better support acquisition of twenty-first century skills. However, the question of how best to teach these skills is largely overlooked. Experts recognize that the ‘transmission’ or lecture model is highly ineffective for teaching twenty-first century competencies and skills, yet widespread use of this model continues. In spite of worldwide agreement that learners need skills such as critical thinking and the ability to communicate effectively, innovate, and solve problems through negotiation and collaboration, pedagogy has seldom adapted to address these challenges. Rethinking pedagogy for the twenty-first century is as crucial as identifying the new competencies that today’s learners need to develop. This paper, the third and last in a series on the Futures of Learning, explores pedagogies and learning environments that may contribute to the development and mastery of twenty-first century competencies and skills, and advance the quality of learning.es_ES
dc.language.isoenes_ES
dc.publisherUNESCOes_ES
dc.relation.ispartofseriesEducation Research and Foresight Working Papers;15
dc.subjectAprendizajees_ES
dc.subjectTeoría de la educaciónes_ES
dc.subjectDesarrollo de las habilidadeses_ES
dc.subjectAprendizaje colaborativoes_ES
dc.subjectCalidad de la educaciónes_ES
dc.subjectInnovación educativaes_ES
dc.subjectFormación docentees_ES
dc.titleThe Futures of Learning 3 : what kind of pedagogies for the 21st century?es_ES
dc.typeReporte técnicoes_ES


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